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Region XI
sclicoLs DIv]sloN QF DIGOs cmr
OFFICE OF THE SCHOOLS DI`/ISION SUPERINTEN DENT

August 4, 2022

MEMORANDUM
:.I,I,\`BH'.Ts. 2022

IHPLBHBHTING GUIDELIRES ON REVITALIZING CIASBROOH STRUCTURING

CUH REITERATION OF CHILD-FRmilDLy SCHOOL, sysTEH

To: SGOD and CID chiefs

Public Schools District Supervisors
Education Program Supervisors
All Public Elementary and Secondary School Heads
All Others Concerned

1. Pursuant to Regional Memorandum No. 034, s. 2022 re: Implementing

Guidelines on Revitalizing Chesroom Striict`iring C`]m Reitemtlon Of Child-
FrleDdly School System, all schools are hereby directed to implement these
guideincs.
2. To further strengthen the capacity of the school to continuously provide a better
learning environment, DepED Region XI embarked on Revitalizing Classroom
Stnicturing cum Child-Friendly School System, as one of the mechanisms to
strengthen the School-Based Management geared towards accelerating access
and quality education within the context of "A Child and Commurrity-centered
Education Systems (ACCESs) philosophy.

3. To ensure effective implementation, all district offices shall provide necessary

technical assistance and conduct proper monitoring to all schools.

4. To support the implementation of the above-mentioned guidelines the

assessment process and tools shall be officially used as instruments in assessing
the school's implementation of classroom Structuring and Child-Friendly School
System which are contained in the following enclosures for reference:

Enclosure No. 1 Implementing Gutdeupes on Revitalizing Classroom

Structuring and Child-Friendly School System
Form A. 1 Classroom Structuring Monitoring Sheet
Form A.2 Checklist and Rating Sheet on Child-F`riendly School
System
Form a District Summary Report in the Implementation of
Classroom Stnicturing and Child-Friendly School System
FomC Division Summary Report in the Implementation of
Classroom Structuring and Specifications for DepEd
school grtem
Enclosure No. 2 D.0. 64, s. 2017 Estabnshing the Minimum Performance
Standards and Specifications for DepED School Buildings

Roxas Street car. Lopez Jaena Street, Zone 11, Dtoos City 8002
1 (082) 553-8396 I (082) 553-8376 I (082) 553-9170 I (082) 553-8375

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 Enclosure No. 3 OUA Memo 00-1021-0100 Memorandum Conduct of
Detailed Assessment of the Readiness of School Facilities
for Pilot Face to F`ace Classes
Enclosure No. 4 DO 37, s. 2015 Comprehensive DRRM in Education
Framework
Enclosure No. 5 DO 23, s. 2015. Student-led School Watching and Hazard
Enclosure No. 6 Comprehensive School Safety Monitoring Tool
Enclosure No. 7 Joint Memorandum Circular No. 001, s. 2022- Revised
Operational Guidelines on the Progressive Expansion of
F`ace-to-F`ace I.earning Modality

5. All District Supervisors and Division Education Supervisors are enjoined to

implement and monitor this program.

6. F`or immediate dissemination and compliance.

For and in the absence of

Sc ivision Superintendent

BASI
Assistant
:;rfeD,; A-AY, JR.. EidD

5#:e::i::]8££:#Lent

OepEd Schoal5 Division of Digog Ci+v

P`ECORD5SECTloN

Encls: RM 034 S. 2022

A6 stated,

F`efeTences: Erfucatlon Fac"1]es Mand 2010 (Re\ifeed Edttfon of the 2cO7 Handbook on Educational Facirmes-lntegTatho
Disaster Risk Reducton in School Consfucton) Chapter 4.. G. Regular Classroom Facilities No. 3

To be indicated in the Perpetual Index under the following subjects:

CIASSROOM STUDENTS TEACH ERS MONITORING AND EVALUATION

Roxas Street cor. Lopez Jaena Street, Zone 11, Dtoos Cfty 8002
1 (082) 553-8396 I (082) 553-8376 I (082) 553-9170 I (082) 553-8375

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D^\.AO RFGl{}``
Office Of tlie Regiael Dlrector

^pr,leo. 2022

Rr+:GION^[.MEMORANDij'M
No. Q3!, s 2022

lMPLEMf.NTING GU IDEl,lNtJ-,S 0N REVITAl ,17.ING CLASSROOM

STRUC`.I.URING CUM REl.I`lR^TION C)F C`HI LL)-I.`RIEND[,Y SC`H(X)L SYSTEM

i.o All schools I)ivtsion superinlcndents

I. To l`uTther strengthen the capacit}. ot` the school to continuousl}' pTo\'Ide a better leaming
en`monmi.nt, this Office embarked on Re`.italizing Classroom Stmucturiog culti Cl)ild-I.'rieodl.v
School S.vs(em` as one of lhc. mcchanisms lo strengthen School-Based Man8gcmcnt gcared
tow ards accelera`jng access and quell 1}. education uith` n (he coTiti`xL ot` '.A C'hi ld and {`ommunity-
centered Education Systemo (.\CCESs) phil`}§oph}

2. B} \ir[uc of this Regional Mcmorandum` all schools are hercb}' directed to iiaplcmcnt
(hese guidelincs To ensure efrecti`c implcmcntation, all di``islon and distTict ofTices shall pro`'Idc
necessar} technical assistanc`e and conduct proper monitoring to all schcols`

3 To support the implemcnfa(ion ofthc above-menttoned guidelines the assessment praccss

and tools .`hall bc officiall}. used as insmiments in assessing the sohool`s implemenfaLion of
l`lassroom Slruc`lurmg and C`hild-Fnendl}. School System which are contained in the following
cpelosures for TefeTence.
EriTosurcNo I -Ti=;i=Tn-ienting Gu-deliTies on R[.`ri`talizing C'Lassroom Structurilig and ChTI-d=
I. riendy School Systeur
F6irhl C`lassrcom
i_6rm A.2 i C'hecklrst and Reling Sheet I.in.gil.Id-Friendlv School System
Fom 8: i lThstnct Simn`ar}r Repon in the lmplelt`enlation of classroom SrfuctLuing and
Schools.\j!ip_.
Form--C`: { Division Sutnmar}. Report in the lmplementatlon Of (``assTcom Struct`irlng and
C'hild-Friondlv School Svstcm
Enclosure No. 2: D 0 No, 64, s, 2017 EstablLshjng lhe Minimum Put`om`ancc StaT`drrds and I

Enelosue Not. ?%:::%=::£:##OE:OsOscM¥+-#::::I::::tondnet=frmailed^=al

the Rediness of School F`aciLiLics fo( P]lot Face 1o Face classes.
Enclosure Not 4: D.0-37. s,:015..€gLm|pe_h,Eps]_`'cDRRMinEducation I..mnic`^rork
EncTosLircNo. D.O. 23. s. 2015 Siudenl-led School Watching and Hazard
F.nelusue-No. Comprchcnsive School S:if¢l} Monitgring Tool
Ii-nclosTirET" Joint MenoTandum c`irci!lar No. 001, s. 2022 Rt:vised (lycratioiial G`I]delines
_i on the Progressi\.c F,xpap;;_!±!p ur I-ace to }'ace Lquing Modal!ty

Address: F. Torre5 St„ Davao Cfty (8000)

Telephone Mos.. (082) 291-1665; (082) 221,6147
 `u.±'.
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iBey8rfucot of Cbucatiott
DAVAO REGION
Office of the Regional Director
Enclosure No. 1

IMPLEMENTING GUIDELINES ON REVITALIZING CLASSROOM STRUCTURING

CUM CHILD-FRIHNDLY SCHOOL SYSTBM

A. BACKGROUND AND RATIONAL

The new unified mission clearly stated that the Department of Education ains: "To protect and
promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where: Students lcam in a child-fiiendly, gender-sensitive, safe, and motivating
environment..." As such, it is imperative to provide mechanism that will enhance the school's
leaning environment

To provide clear directions, these guidehines have references to Educational Facilities Manual
2010 (Revised Edition of the 2007 Handbook on Educational Facilities -Integrating Disaster RIsk
Reduction in School Construction) Chapter 4, G. Regular Classroom Facilities, No. 3 provided for
the Classroom Structuring and in pursuance to the Child-Friendly School System.

8. CLASSRooM STRUCTURING & CHILD-FRmNDLy SCHooL sysTEM

ASSE SSMENT FRAMEWORK

Every classroom shall be suitably structured and decorated to make the surroundings of
pupils/students conducive to leaming. The materials for structuring arid decoranng sliall be on tlie
basis of their educational value providing opportunities for class discussions. Likewise, its
cleanliness and orderliness must be maintained, the fact that this is vital aspect contributing to the
educational growth of the pupils/students.

Thus, the regular classroom may be ideally srmctured in the following marmer:
a. At the entrance to the room, a signboard posted showing the following identification:
Grade/Year and Seedon occupying the room; and Name of Teacher handling the class.
b. A framed copy of the class prograin is displayed on the door to the classroom at adult-
eye-level.
c. On thc front wall (that is, the wall facing thc class), the classroom chalkboards, propcrly
framed and provided with chalk ledge and curtains, are installed at a height which is in
accordance with the maximum comfortable reach of the children to the top of the board.
(The proper height of the chalkboard from the floor to its top-ledge is detemined by
multiplying the mean standing height of the class by the constant 1.2. This constant is the
result of studies conducted on the portion of the standing height to the normal rcach of the
hand over the head of the individual.)
d. Above the chalkboard, a frame portrait of the President of the Philippines shall be displayed

;`\ Address: F. Torres st., Davao cfty (8000)

;'1 Telephone Nos.: (082) 291-1665; (082) 221-6147

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DAVAO REGION
Office of the Regional Director

prominently at the center, flanked on one side at a lower level by a framed motto (for the
month or the week) and on the other side by a framed picture preferably relevant to the
motto. In Grades I and 11, fromed perception strips are displayed along the top edge (or
frame) of the chalkboard, while framed conceptunlizing strips are displayed along the
bottom-edge of the chalk ledge. The bulletin boards and tack boards, as well as charts, may
be placed on the walls at the sides or at the back of the room. They shall be placed at the
same height as the chalkboards.
e. The ar[endance chart and (he DapEd forms rack are placed near the door.
f. The teacher's table, chair and cabinet are located at the rear of the room.
9. One comer of the room is set up as a iieading comer. Another ccmer of the room is set up
as a health comer and provided with a first aid or medicine cabinet with mirror. soap dish,
towel rack. and hand washing and drinking facilities.
h. The seat arrangement of the pupils/students shall be flexible, depending upon the needs or
activities of the class.

In addition` this Office requires the following:

a. Above the chalkboard, a framed copy of the National Anthem shall be displayed at the
upper left hand comer and on the other side, a framed copy of the Pledge of Allegiance to
the Philippine Flag.
b. A classroom-based copy of the Basic Education lnfomation System is placed on the walls
at the sides or at the back of the room with the following modules:
Module A: Students' EIS (Students' Profile);
Module 8: Teacliers' EIS (organizational C (Organizational Chart Of DepEd Officials,
Schcol Officials, Profile of Adviser & Subject Teachers);
Module C: Curriculum Development (K to 12 Basic Education Curriculum);
Module D: Legislative (RIghts of a Child, School & Classroom Policies);
Module E. Physical Facilities (inventory ofclassl.oum Propel ty),
Module F: Finance (IRPTA Proposed Projects & Current Financial Statement);
Module G : Community Involvement (HRPTA & Brigada Eskwela Repolts); and
Module H: Research and Evaluation - Proficiency Level per Subject Area per Grading
Period; and Classroom-based Action Research.

Pursuant to the Child-Friendly School System, organizing Classroom as a Leaning Environment

chall be considered by all internal stakeholders in the school.

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DAVAO REGION
Office of the Regional Director

C. MONITORING & EVALUATION PROCESS AND TOOLS

To ensure the full implementation of this program. the following Monitoring &
Evaluation guidelines shall be observed:
1. The School Head together with the School M&E Team shall assess the Schcol's Classroom
Structuring and Child-Friendly School System using the following foms: For7il A./..
Classroom Structuring Monitoring Sheet and Form A.2: Checklist and Rating Sheet on
Crfei./d-Frrieindrry Schoo/ frysrgm. This will be the basis of the School Head in providing proper
support to the classroom advisers who need further assistance and in developing the entire
scliools' leaning environment.

2. Using D-O-D (Document Atia[ysis-Observation-Discussion) process, the results of the

schools assessments shall be mohitored, validated and consolidated by the District Supervisor
using Form 8: District Summary Report on tl.e lnaplemerut.lion Of Classroom Strucfroring,
which shall be submitted to the Division Office. This will be the basis of the Disthct
Supervisor in providing proper support to school heads/teachers who need further assistance.

3. The consolidated reports of the distncts shall be used by the Division Office in conducting
monitoring and validation before accomplishing Form C: Division Swmmary J[cj7od on fAe
Jnqp/cimanAndon a/C/a,T,Troom Smfcdrn.»g. This will be the basis Of the Division Education
Supervisor in providing proper support to District Supervisor/School Heads who need further
assistance.

4. The accomplished Form C shall be submitted to the Rectonal Office particularly at the Policy,
Planning and Researcli Division (PPRD) for consoll.dation. Iliis will serve as basis for policy
directions and technical assistance of the region to the division.

5. The consolidated results, analysis and proper intervention Of the division office shall be
included in the Completed Staff Work (CSW) to presented during the Quarterly Regional
Monitoring Evaluation Plan Adj`istment (RMEPA) as part of the dash board.

D. RECOGNITION & INCENTIVES

To accelerate full implementation and reward best practices, the district/division is encouraged
to design a systematic and incentives program to ensul.e sustainability of this mechanism.

E. EFFEcrIVITy

These implementing guidelines shall take effect immediately.

FORM A. I

Address: F. Torres St., Davao Cfty (8000)

Telephone Nos.: (082) 291-1665,. (082) 221-6147

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DAVAO REGION
Office of tlte Regional Director

CI-ASSROOM STRUCTURING MONITORING SHEET

School : District:
Grade/Ycar and section : Division :
Class Adviser:

Instruction: Put a check mark (0 next to the items if otrserved.

I _i_ _ _ I-A sich6oard is posted, showmg the follo\\'ing idcntificatior, at the cntrancc ofthc room.
I Grade/Year and Section occupying the room.
* Name of the class adviser.
Sub-total Rating for Item No. IgTotal item/s checked / 2):
2 A framed copy of the class program is displayed on the door of the classroom at adult eye
level.
3 On the front wall (facing the class), the classroom chalkboard is located with the following
features:
* properly franed,
* with chalk ledge; and
*withcu ns.
* installed at a height `.\Jhich is in accordar.ce with the maximum comfortable reach of the
children to the top of the board. (The proper height of the chalkboard from the floor to its
top-ledge is determined by multiplying the mean standing height of the class by the constant
I.2)
Subdotol Rating for Item No. 3 (Total item/s checked / 4):
4 Above the chalkboard, a framed portralt of the current President of the Philippines shall
bc displayed at the ccatcr.
5 Flanked on one side at a lower level is a framed motto (for the month or week) and on
the other side by a franed pictLire preferably relevant to the motto. (In Grades I and 11, framed
perception strips are displayed along the top edge or frame of the chalkboard, while framed
conceptualizing strips are displayed along the bottom-edge of the chalk ledge.)

6 The bulletin boards and tack boards, as well as charts, are placed on the walls at the sides
or al the back of the room.
7 The attendance chart and the DepEd forms rack are place near the door
8 The teacher's table and chair is located at the rear of the room.
9 The tcacher's cabinet is located at the rear room.
10 Oiie corJiei' of tlie i.ooin is set-up as readiiig coL`iier witi-I I-eadi[-ig niatei ials on it.
11 Another comer of the room is set up as health comer wLth:
I first aid or medicine cabinet,
* mirror;
* soap dick; and
1 towel rack.

Subtotal Rating for Item No. I I gTotal itends checked / 4):

Address: F. Torres St., Davao Cfty (8000)

Telephone Mos.: (082) 291-1665,. (082) 221-6147

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DAVAO REGION
Office of the Rcalonal D regiv
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I114
Above the chalkboard, a framed copy of the National Anthem shall be displayed
at the upper left comer`
Above the chalkboard, a 1`ramed copy of the Pledge ol` Allegiance to the Philippine
il5 Flag is disi)layed at the upper right comer.
I 16 A classroom-based data of the Basic Education Tnfomation System is placed on
the walls at the sides or at the back of the room with the followinji modules;
* Module A. Students. EIS (Students. Profile)
* Module 8: Teachers' EIS (Organizational C (Organizational Chart of DepEd
CIflciaJs'
CIflciaJs'SchoolOfficials, Profile ofAdviseT & Subject Teachers)
School Officials, Profile ofAdviseT & Subject Teachers)
I
' Module C. Cumculum Development (K to 12 Basic Education Cumculum)
II
* Module D. Legislative (Rights of a Child, School & Classroom Policles)
* Module E: Physical Facilities (Inventory of classroom PToperty)
* Module F: Finance (HRPTA Proposed Projects & Current Financial Statement)
I

+ Module G. Community Involvement (HRPTA & Br)gada Eskwe]a Reports)

* Module H: Research and Evaluation
H I Proficieney Leve) per Subject Area per GradiJig Perlod; and
H.2 Classroom-based Action Research.
Sub-total Rating I;or Item No. 16 (Tctal item/s checked / 9):
GRAND TOTAL

Grand Total:
Rating (Grand Total/16)
Descriptive RIting:

KEY T0 RATING SCALE:

Range Descriptive RIting Interpretation
0 - 0 25 Needs Many improvement needed - have rarely achieved established goals;
Improvement On requires significant and immediate improvement.
Several improvement needed - have completed 4-7 items of the
0.25-.0.49 Fall a)
establi shed goals.
Some improvement needed - have completed 8-12 items of the
0.50-0.75 s ati sfactory (S)
establi shed goals.
0.76-0.94 Very Sari sfactory Few improvement needed - have completed 13-14 items of the
rvs) establi shed goals.
Meets the standard requirements ~ have completed 15-16 items of the
0 95-I.0 Outstanding (0)
establi shed goals.

Rater: (Signature Over Printed Name)

Roferences.. Educatlonal Facllities Manual 2010 (Revised Edltion Of tl.e 2007 Harldbook on Educatlonal Focllllies -]ntegrating
DLsaster Risk Reductlon in Schoo I Construct\orl)

Republic Acl No. 8491 : "An Acl Prescribing the Code Of the National Flag, Anlhem, .Mono. CoalJ)I-Arirls and other
Heraldic Items and Devices Of the Philippines. '

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@eydrfucot Of ®but8t€O«
DAVAO REGION
Office of the Regional Director
FO"A.2
CHECKLIST AND RATING SHEET ON CHILD-FRIENDLY SCHOOL SYSTEM

Instruction: Does yo:ii:r school guarantee saife and prolective spaces for pupils/students?
Check the space provided for be`f;ore every Item for every observed indicator.

I Your classrooms ha\'e proper ventilation and llghting and enough space for 40-50 pupils.

2 Your classroom desks and other fumiture are sized to the age of the pupils. In case
chared desk, each pupil has enough space to do seatwork
3 Your classrooms' layout and furniture allow pupils to interact and do group work.

4 Your classrooms have a bulletin board or a comer that display helpful learning materials
such as: posters, illustrations, newspaper and magazine clippings and your pupils' own
works
5 Your classroom facilities and premises are regularly main-tar-n-:d and kept clcan

6 Your school has library for reading and for study.

7 Your school has facilities and equipment for recreation and sports.

8 Your school has sufficient lawn and space and vegetation,

9 Your school has duly assigned personnel in charge of securing its premises, properties,
and those of its pupils and teachers.
10 Your school coordinates with the barangay and loed authorities to ensure the safety and
protection of your pupils`
11 Your school has poliey against discnmmation with regard to gender, cultural origin, social
status` religious beliefs and others.
12 Your school has a program for children with special needs.
13 Your teachers use non-threatening styles of discipline.
Total no. of Checked Items / I 3:
Descriptive Ratmg:
Source: E.f f iective Teaching & Learning in Child-Friendly Schools : A Training Manual (2002)
KEY TO RATING SCALE:
RID8e Descriptive Interpretati
Ratinf! OD
0 - 0.29 Needs Many Improvement needed - have rarely achieved established
Improvement Ou) goal s, requires significant and immediate improvement.
0.30-.0.53 Falr (F) Several improvement needed - have completed 4-6 Items of
the establi shed goals.
o.54ro.82 Sati sfactory (S ) Some improvement needed - have completed 7-9 items of
the estal>lished goals
0.83-0.91 Very Sati sfactory Few improvement needed -have completed 10-11 Items of
rvs) the established goals
0.92-1.0 Outstanding (0) Meets the standard requirements -have completed 12-13 Items of
the established goals.

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DAVAO REGION
Office of tlie Regional Director
FORM 8

District: Ihivision:

A. DISTRICT SUMMARY IREPORT ON THE IMPLEMENTATION OF

CIASSROOM STRUCTURING
Name Of Name of Nape of Cfass CIASSROOM STRUCTURING RATING
Schco] School Head Adviser Out- Very Sati8- Fair Needs
standing Saris-factory factory Improve-men'

TOTAL

8. DlsTRlcT suMMARy REpoRT oN THH IMPLEMENTATloN oF cHILnL

FRIENDLY SCHOOL SYSTEM

factor). •men,

otal

Prepared by :

Di strict Supervi sor

Address: F. Torres St„ Davao Cfty (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147

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mapubttmrt'beaebtlfrolttes

aap8rfucot of ®bucatton
DAVAO REGION
Office of the Regional Director
FORM C

Division: School Year:

A. DIVISION SUMMARY REPORT ON THF IMPLE MENTATION OF

CLASSROOM STRUCTURING

Nape Number Of ' Number Nu mber Of class es

of District Schools ofclasses 0 VS S F Nl

Elementay

Secondary

TOTAL
I I

8. I]IvlsloN suMMARv REpoRT oN THH IrmLEMHNTATloN oF

CHILD-FRIENDLY SCHOOL SYSTEM
I NaJne Number of CHILD- F:RIENDLY SCHOOL SYSTEM
of District Schools RATING
a VS S F NI
Elementary

Secondary

Total I I I I I

I,egend: O-O.dsLandLI.g VS-Verysotiof dclory S -Sad uif daory F-Fair NI -Needs lnlproverlieret

Prepared by :

Division Planning Officer Noted by:

School s Division Superintendent

Address: F. Torres St., Davao Cfty (8000)

Telephone Nos.: (082) 291-1665; (082) 221-6147

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R:?E84?:.D2gi3
BSTABLlslrmG THE brmn[u). pERF\ORHAncB srmDARI]s AND spEx3IFlcATloHs
FOR DEPED SCHOOL BUDDIHGS

To: Undersecretaries
Assistant Secretaries
BureaLu and Service Directors
Directors of Services, Centers and Heads of Units
Rectonal Secretary, ARMM
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary School Heads
All Others Concerned
1. The Department of Education (DepBd) issues this DepEd order on Est&bllehlng
the rele±±um PerformaiLce Standard. and Speclficatione (upse) for DepEfl School
Bufldlng. to guide the Department and other stakeholders in the preparation of plans-
architectural, structural, electrical, fire protection and sanitaryL- to ensure the comfort
and Safety of the would-be occupants of the school buildings.

2. A wen-designed school building, that considers ergonomics, anthropometrics,

thermal comfort, illumination, ventlation, acoustics, color, and compliance with the law,
contributes to improved student performance, and makes a lasting impression on the
community with regard to importance of education.

3. An DepEd Orders and other related issuances, rules and regulations that are
inconsistent with these minimum performance standards and specirications are hereby
repealed, rescinded, or modified accordingly.

4. 'This order shall take effect immediately upon its approval.

5. Immediate dissemination of and Strict compliance with this order is directed.

Liz#T#J:e€ LIB BRIONrs

Encl.: As stated
Reference: DepEd Order No. 69, s. 2003
To be indicated in the Perpetual Index
under the following subjects:
LOcO SEAL
POLICY SCHOOLS
PROGF"S SCHO0LBUILDING
RULES AND REGULATIONS
MCR / cO-establichinz the Minin`um Performance Standards.. .
0935-October 2. co 17/ 11 rd

DapEdComplex,MeralcoA`renue,PaalgCrty1600£633-7208633-7228/632-136116364876/637rd2cO€www.deped.go`r.ph
Enclosure to DepEd Order No. §4 s. 2017

Hmniu]i PERFORHAHCE soAnDARD8 AHD spEclFlc^TloHs i]Dss)

PoR DERED soHooLBumDINas

I. RAtlonde

With the passage of Repubnc Act. No. 9155, otherwise lmown as the
"Govcmance of Basic Education Act -, the Department of Education (DepEd)
was vested with the authority, accountability and responsibility Of ensuring
access, promoting equity, and improving the quality of basic education.

With the issues on education becoming more complex with the passage Of time,
there is a need to eynchroniz€, hamonize, and unify existing provisions on
order to fast track the DepBd's delivery of basic services.

This Order Specifically aims to establish the accepatable minimum perfomance

standards and specifications (MPSS) in the design of DepBd schoolbuildings,
whether single-storey, medium-rise or high-rise to be constructed in the
various school sites across the country. The MPSS will serve as the basic
instrument of the Central and field offices as well as the stakeholders towards
the Standardization or sohoolbuilding9 wherever schools are located. The
Department believes that quality sohoolbuildings contribute greatly to the
attainment of education goals.

]1. Bacfround
lt is not uncommon at the Education Facilities Division (EFD) Office that calls
are received seeldng answers to queries Such as the classroom si2£ in public
schools, how to establish a pre-school, as well as what are acceptable building
materials and modifications to a programmed sohoolbuilding. In addition to
these are communications forwarded througiv letters, c-mail and the like,
which may oririnate from an ordinary resident or a high ranldng ofricial, on
issues pertaining to schoolbuildings.

These igsues and concerns build up for the BFD Technical Team, particularly
the Planning and Design Unit, which necessitates the formulation Of a
workable means to disseminate information not only to the rield offices but also
to the public interested in DepEd's Schcol Building Program. With modem
Page 2 of 16
technology impinging on the architecture and engineering of future school
buildings, the EFD faces the challenge of releasing/issuing a mini-literature
establishing the minimum specification and standards for schoolbuildings
guided by the principle of comfort, safety, and security of occupants at all
times.

in. 8cqu ofp®iicy

This Deped Order provides for the establishment of minimum performance

standards and specifications (MPSS) in the design or the Department's
schcolbuilding8 whether to be implemented by co-partners in government
(DPWH) or ty nan-goverrLment agencies/entities, such as foreign-a88isted
school building projects. It covers such elements as architectural desigri
standards, structural design standards as well as electrical design standards
which may concern DepEd stakeholders within and outside the DepEd CO.

IV. Ponc7 Shatonent

1. A well-designed schoolbuilding (which considers ergonomics,

anthropometrics, thermal coln fort, iuumination, ventilation, acoustics,
color and comphance with laws) contributes to improved student
perfomance and makes a lasting impression on the community with
regard to the importance of education.

2. The Department established the Minimum Performance Standards and

Specifications (MPSS) in the desigri of DepEd 9choolbufldings to guide the
Department and other stakeholders constructing schcolbuildings in the
preparation of plans - architectural, structural, electrical, and sanitary -
to ensure the comfort and safety of the would-be cocupants of the
schooibuiidings.

Page 3 of 16
V. Archltectunl Deflp standard.
a' Crfu-
'The size of the classroom for elementary and secondary schools must be
7.00 meters in width/depth x 9.00 meters in length or 9.00 meters in
width/depth x 7.00 meters in length measured from the centers of the

h--walls.

1) 'The windows must be of bilateral fenestration (transparent or

translucent), operable louver type. 'I`he window must allow the entry
of daylight even if it is closed.

2) The total area of window openings must be at least 10.00 square

meters to provide for natural ventilation and illumination.

3) The window sill must not be lower than 0.60 meter for single-storey
buildings or higher than 0.90 meter for multi-storey buildirLgs from
the finished floor line (FFI).

4) The minimum height of the fixed louver or trzLnsom window above the
operal)1e windows is 0.30 meter.

5) The window panels, when opened, must not be an obstruction along

the corridor.

6) 'The window metal frames and jalousie holders must be sturdy enough
to withstand vandalism ,

a. Daur.

1) There shall be two G) doors for every classfioom.

2) 'The swing-out should be 180 degrees.

3) 'The doors must be 0.90 meter in clear width and 2.10 meters in cle+ar
height.

4) 'The doors must withstand normal wear and tear and shall be
provided with keyed lever-type locksets.
A. Eha
Page 4 Of sO
 1) The floor must be Of non-sldd finish (grayish color).

2) The classroom FEE should be higher than the corridor FFL try 25
n-cters.
3) 'The first floor finish elevation must not be less than 225 millineters
and 325 millimeters for single-storey and multi-storey school
bundings, respectively. The elevation may be increased depending on
the history of flood level.

4) A ramp must be provided with a maximum slope of 1:12 in

compliance with the Accessibility Law G.P. No. 344), of non-skid
finish and properly labeled.

a Ceding
1) 'I`he ceiling must be a drop-t)pe ceiling.

2) The clear height of rooms from FTL to the finished ceiling line (Fcl)
must be at least 2.70 meters.

3) Materials to be used for the ceiling must provide thermal comfort

inside the classroom.

4) Maintenance access to the ceiling cavity must be through the corridor.

A frotlnz
1) 'The roofing material must be adequately protected from
rust/oxidation, salt air, acid rain, or other sources and foms Of
corrosion. If made of metal, the roofirig sheets shall be of 0.40 mm
base metal thickness q3M'I| and securely fastened to the roof homes.

2) For single-storey schoolbuildings, gutters may not be included

however, a properly sloped trench drain on both sides must be
provided.
3) For multi-storey sehoolbuildings, the roof must be provided with
concrete gutter and eaves which shall bc at least 1.10 meters from the
corndor.

I. Putfron.
'The partitions must be from floor to ceiling.

Page 5 Of 16
h.C-
1) 'The corridor for single-storey schoolbuildings shall not be less than
1.sO peters.

2) For multi-storey schoolbuildings the corridors must not be less than

2.50 meters and should be provided with steel railings at a height not
less than 1.50 meters.

I eta-
1) For multi-storey schoolbuildings, concrete stairs must ha:ve a width Of
not less than 1.50 meters.

2) Number of staimrays per schoolbuilding shall comply with the

requirements stipulated in the National Building Code of the
Philippines quBCP).

3) Handrails with steel railirigs must be provided.

J. RE-
1)AllschoolbuildingsshallcomplywithR.A.No.9514,otherwiseknownwn
as the Fire Code of the Philippines (FCP) and its latest lmplementing
Rules and Regulations aRR). 'I`he requirements shall include a fire
alarm grstem, a standpipe aystem, pressure and gravity tanks, hose
boxes/ reels, extinguishers and other firefighting equipment, including
an automatic aprinklcr eystcm (NFPA 13), In addition, 3-storey and 4-
stolqr school buildings should be compliant with NFPA 25,

2) mrs escapes must be provided for multi-storey schcolbuildings

following the requirements of the Fire Code of the Philippines.

i Chi-rd
The classroom must be provided with a built-in curved chalkboard
measuririg 4.88 meters wide dy 1.22 meters tall, with mounting heights
and specifications as per DepBd standards.

I. ruttqng

Page 6 of 16
1) The standal'd paint/color schedule of DepEd schoolbuildings shall be
as follows:

DapEu mt/ Ha-Ptht'fateD hat fee

- Oulor C®ha Wed,
IROOFING
-cotand 8chca®
Foam Green
Schedule
FoamGreen N/A
uetaL ctc.
ACCESSORIES
if introduced
DOORS FanyraGreen Temptation

doLUMNS and Eieige Yeuow

BEAMS q.icht shade| Ffro
EXTERIOR Beige(VeryLight Crisp Fin
WAIL Semi-gloss Quick-dry
shade' Latex Enamel(ODE)Semi-
INTERIOR Beige Bright
WALL (Lightestshade) Wonder gloss

CEILING White White

(suspended or
slab / stair
slab soffit|
GRILLS and PchyraGreen N/A
FunLINGs
BASEBolun Beige(Lightestshade) N/A

F`L00R FINISH Concrete N/A N/A N/A

(Interior and Plain
Exterior) CementNon-skidfhich(Grayishcolor)

* ebsite : www.oantone.com / oases /tiaint/ Daintselector.asl]x#naints

pakes

2) Paint materials for internal rmish must be independently certiried

lead-safe paints/ coatings.

3) All new sohoolbuildings should follow the standard color scheme

above, except in the following cases:
Page 7 of 16
 2) An interior wall section may be selected and dedicated for the
recognition of sponsors, donors, and other school partners, provided
that the recognition material shall follow a standard metal plaque
format that will be mounted on the wall.

a.V-
Natural ventilation shall be primarily supplied dy the windows and vents.
Artificial ventilation inside each classroom shall be supplied ky two (2)
units of osc]illatinE ceiting fans.

P. rm-|na,
Illumination falling at desk or arm rest should be taken with combined
artificial and natural lichting. Illumination at all staircases and fire exit
stairs shall comply with R.A. No. 9514 and its IRR.

VI. Stmrfueal Dealgn standards

a. The structural design must be in accordance with the revised IRR Of the
1977 NBCP and the latest edition Of the National Structural Code Of the
Philippines ONSCP), Volume I, 2010.

I.. C!L±=±ficatlon of fELrfure

ln accordance with the NSCP, buildings under the Ffroject shall be
designed in accordance to the classification, based on the nature of
occupaney, of "Essential F`acilities.'

c. - Lul
For all schoolbuildings, the roofing and walls shall be designed to
withstand a minimum BASIC wind speed (as defined in See. 207 of the
NSCP) Of 250 kilometers per hour (kph). `The year-round effects Of the
southivest monsoon (`habagat') wind and the northeast monsoon
ramihan') wind as `hrell as of the easterly winds must be taken into
consideration due to the extensive damage these may cause to roofing,
walls, and fenestrations.

A Wind Importance Factor (WIF) of 1.15, based on the NSCP, shall be

used.

Page 9 of 16
 i. A different dominant color scheme already exists. In such
cases, the dominant color scheme may be applied.
ii. Designs and/or accents depictirig local culture or school
approach are practiced. In such cases, the same
design/accents may be adopted.
iii. in both cases above, no additional cost may be charged.

4) No new desigri, acoent, or color scheme different from what is heredy

prescribed and/or from what already predominantly exists under Item
3 above may be proposed/ introduced.

5) There is a need to ensure, as far as practicable, the uniformity of all

public schoolbuildings essentially to provide an environment for
educational activities, and effective teaching and leaning. At the
same time, the DepEd encourages and promotes regional diversity
nd cultural identity.
D. ~ HarHnE.
Roof Markings shall be painted on the main building or the tallest
building of the school. It shall include only the DepEd logo and School ID
Number.

Details and specifications shall be as follows:

Rcaf Ma]fty She C®lor

DepEd liogo 3.80 in Height Existing DepEfl Logo
*Rofer to DapEd OrderNo.69,s.2003erititledDepEdLogo 7.60 in I.ength Design

School I.D. Number 2.00 in Heisht Blue with Color White

0.30 in Thick Outline

Ncrte: Distance bchL]een the DepEd Logo and the School I.D NuTrher shalt
be at least 2.Owho

p. Wan BB-b
1) All walls must be free from any marldngs, except the following whieh
may be painted on separate prominent places:
i. DepEd Name, Seal, Logo, Mission, Vision and core values
ir Portraits and sayings of National Herces
iii. Name, ID, and Location of school.
Page 8 Of 16
 The structure should be fuuy sealed against rainwater intrusion during
typhoons and heavy rains to protect sensitive materials and equipment.
Doors and windows should be fully sealed against strong vertieal and
lateral rains.

a. a- Lul
F`or all schoolbuildings, the structure shall bc designed to withstand
carthquiakes for Seismic Zone 4 with a corresponding Seismic Zone
Factor of 0.4, or as otherwise specified in the NSCP.

A Seismie Importance Factor (SIFY of 15 shall be used.

As the FTL shall be elevated to 0.20 meter above the level of flood
indicated/identified in the Site Appraisal Reports (SAR), the use Of
"containment wall" is prescnbed to erisure the safety of the structure
during the rainy season.

a Lky-
The mininum occupaney or live loads shown in the table below shall be
used in the design,

Lbe Lnd3
incfue rm Llve -
Classrooms 1 .9 kpa
Corridor / Stairs 4.8 kpa
Roof 1.0 kpa

Note: kpa = kilopasoals

i DeslBi life
Theachoezhd4]dldBnaandttsrfu.cti.reshallhaveadesignLifeofatleast
twrty-fro (25) year.

9. bit4ln! Ftounddatloln
The foundation shall be designed for a net allowable soil bearing
pressure of 96 kpa (2,000 pounds per square foot or pst). Consistent with
Paps so of 16
 best practices, the Proponent shall undertake the prior appropriate
studies/investigations for use as basis/bases for the foundation and
stmctural design of each Sub-Project.

h. Win Vfrotl®n
Waus must not unduly vibrate due to impact caused ty any part of an
adult human body and must neither be dented nor punctured ty
deliberate punches or kicks by adult humans.

VII. Eoctrical Dedgli finndard.

The electrical design must be in accordance with the latest edition of the
Philippine Electrical Code (PBC). It must be provided with the basic
electrical power and lighting layout, general notes, riser diagram, single
line diagram, legends and symbols, load schedule and auxiliary layouts.

a. Liatlng and Finres

1) Each classroom of dimension 7m x 9m or 9m x 7m must be
provided with at least six (6) units of double T-5 36 watts
fluorescent lamp with reflector or a minimum Of 104 Lumcns per
Watt (LPW).

2) A duplex convenience outlet (CO) of the grounding type must be

provided on each windowless side of the classroom.
3) Two ceiling outlets for ceiling fans for every classroom must be
provided.
I. Wbee and "ring Dedoe.
1) Wires shall be properly designed in accordance with Article 3.10
and the grounding eystcm shall conform to Article 2.50 of the PEC.

2) Wiring devices must be of modern t)pe and approved for both

location and purpose.

3) Service Entrance wires for a standard 7m x 9m or 9m x 7m

described above must have a size of 8.0 sq.mm mininum and
properly protected by circuit breaker protection.
¢. ken__th±-hs
Page 11 Of 16
 Service Entrance
'IThe service entrance shall be at least 1.60 meters abo`re the natural
grade line quGL) or 0.30 meter above the established high flood level,
w-ishigiv.

`ml. 8aalItary and Pfumbln( Dedgp tt.ndards

a. n®wl.loo Of Tdlde aard Sanitary FadDtie.
Toilets and sanitary facilities shall be in accordance with the
Plumbing Code and the Sanitary Code of the Philippines.

I. Wact® ud Vefit bin. Plplne Syd.in

The drain, waste, and vent line piping system must be aligned with
the American Society for Testing and Materials (ASTM) D-2729,
International Standards Chgandzation (ISO) 4435 and ISO 3633.

a. Waterllne Elplng pecan

The eystem must be aligned with the Deustche lndustric-Norm (DIN)
1988 for Pobpropylene Random Copolymer (PP-R) type 3 pipe and
ASTM ASS/ A53M. The eystem must provide for a waterline service
entrance.

d. rfuchlpg Flrfure.
These must be aligried with the American National Standards
Institute (ANSP / American Society of Mechanical Engineers (ASME),
A112.19.4m, Al 12.19.3, A112.19.5.

e. Dmtrye Syctca
The storm drainage system must be sized in consideration of the
rainfall intensities, slope, and roof areas of the schoolbuildings.
Provision shall be made for the future installation of rainwater
collection system in compliance with R.A. No. 6716 `An Act Providing
for the Construction of Water Webs, Rainwater Collectors,
Development of Springs and Rehabnitation of Existing Water Wells in
all Bc]rangays in the Phnippines'.

Page 12 Of 16
 I. Septic vaun
All concrete septic tanks, if used as the sanitation solution, shall be
protected from coITosion by coating with an approved bituminous coat
or by other acceptable means.

EL Hechanlcal / Fire Photectlon D®rig Stoulards

All Mechanical System equipment and installation mentioned shall
conform to the provisions of the Mechanical Code of the Philippines, latest
edition.

x, HomooEtlno.rm rvJDUAmoH

• EXDected outoome
Comfortable and safe school children in schoolbuildings turned over and
accepted dy DepEd from government or private implementers.

• Success Indicators
All schoolbuildings constructed are compliant with the Mininum
Performance Standards and Specifications (MPSS) for sohoolbuildings as
mandated in this Deprd Order.

• Office in-Charge of M&E Per governance level:

Ou-ce
Level Office./Actob for H & I Rdha/ htlee and
.-,

Central • Office of the • Provides policies to guide the

Office Undersecretny for operations of the offices
Level Administration (OUA) under it
• Education Facmties • Among others, develop
Division (EFD) appropriate standards and
designs for education
fachities;
• Monitor the status of
implementation (on-
going/completed) of the
different infrastructure
programs and projects and
provide status updates to
Page 13 Of 16
 management and other
stakeholders;
• Monitor compliance of the
Central, Regional and School
Division Offices (CO, RO's,
SDO's) with the prescribed
implementation guidelines,
design and tinelines; assist
in the resolution of
inplementation issues and
concerns; and manage risks
that may affect the timely
inplementation of the
projects
• ihea Managers • Receive and evaluate
Narrative Site Inspection
Reports for further
evaluation
• Office of the • As per Memorandum Of
Seenetry I Agreement (MOA) between
Undereecrefaries the DPWH and DepEd on the
(DFWH) implementation of the School
Building frogram,
specifically, the Basic
Educational F`acilities Fund
(BEFF) , observe the
Minimum Performance
Standards and Specifications
(MPSS) and Hannonized
Standard Regional Costing
in the implementation of
projects
• Ensure the construction of
complete school buildings
(feature and subsidiary
works enumerated in the
MOA)
• Conduct Joint P`mch Listing
Inspection to determine
items of work that need to be
rectified by the contractor
• Conduct joint post technical
inspection activities within
the deflects and liabilit
Page 14 Of 16
 period
Regional • Regional Directors • Lead the Inspectorate Team
Level • Regional Engineers in the monitoring and
evaluation of construction/
repair pro_iects
Division • Schools Division • Concur with the Ffrogram of
Level Superintendent Works (POWs) prepared by
(SDS) the DPWH District
• DPWH District Engineering Office
Engineering Office • Assume all the duties and
(DFWH-DEO)•DivisionEngineer responsibilities realating to
project implementation
pursuant to R.A No. 9184
• Implement projects untn
completion
• Submit Final Report to
DepEd before the iseuance of
the corresponding Certificate
of Completion (COG) and
Certificate of FToject
Acceptance (CoPA)
• Conduct Site inspection
and Project Engineer during construction phase
and punch listing of
substantially completed
(90%) projects
School • School Head • Accepts completed school
Level (Principal, Teacher- buildings
In-Charge) with • Check items based on
Parent - Teachers approved Ptogram of Works
Association (ETA) (POW)

• Mechanics and Timetable for I+oacss Monitorinf! and Evaluation

Based on the timetable submitted by the Project Implementor, DepEd
Engineers (Regional, Division, and Fhoject Engineers) shall coordinate
and prepare schedule of visits to monitor schoolbuilding projects.

• Feedback Mechanisms
All feedback relayed to DepEd are referred to the office concerned for
reply/action as necessary.

Page 15 Of ac
H. REFEREncrs
- Memorandum of Agreement (MOA) between the DepEd and DPWH On
The lmplementation of CY 2017 Basic Educational Facilities Fllnd
(BEFF) dated March 20, 2017
- DepEd Order No. 69, series 2003 entitled DepEd Logo
- National Building Code of the Philippines (NBCP) and its revised
lmplementing Rules and Reg`ilation (mR)
- National Stliictural Code of the Philippines (NSCP), latest edition
- Philippine Electrical code OBC), latest edition
• Plumbing code of the philippines, latest edition
- Sanitary code of the philippines, latest edition
- Mechanical code of the phhippines,latest edition
- Fire Code of the Philippines (R.A No. 9514) and its revised
lmplementing Rules and Regulation (IRK)

Page 16 Of 16
 ©
xracn tc€ .e . D)

l\ci)iiulikd n8 I)iliiim`ig

lidgtitodrdn n8 €b(ikds..pen
Tati!:i;a|)ali ]ig T'alii:ala\`'atig K+il;lii]LI

OuA neMO 00-1021-Oioo

ueHOENDUH
13 October 2021

TO REGIONAL DIRECTors
scHoors DrvlsloN supERINTENDENTs
(Regions and Divisions with Schools Included for the Pilot of
Face-to-Face Classes)

ATTENTION : REGIONAL AITD DIVISION ENGINEERS

suBjECT : cONDucT OF DETAnBD AsssrssMENT OF THE

READINESS OF SCHOOL FACILITES FOR PILOT FACE-TO-
FACE CLASSES

The DepaLrtment of Education has alread}J released the initial list of schools that \`Jill
conduct the pilot implementation of the face-to-face classes on 15 November 2021. The
schools \vere identiried and selected through the assistance of the Department of Health
(DOH).

To determine the readiness of the school fachities before the opening of classes,
Regional and DivIsion Engineers must be mobilized to conduct a detailed assessment of
the identified schools using the attached Ph,\'sical Facilities Assessment Fomi for Pilot
Face-to-Face Classes (Annex A|.

The validation report should include the specific actions to be taken by the Division
Ofrices to make the necessar.y improvements of fac.ilities to meet the standards required by
the Inter-Agency Task Force foi. the Management of Emerging Infectious Diseases (lATF).

Kindl.v` refer to Annex 8 for data on school facilities for the identified rifty-nine (59)
schools based on the latest National School Building ln\'entory S.\Jstem (NSBl) for your
reference.

The attached form must be accomplished and submitted to the Education Facilities
 i:--jiii:-i
m¢pub((€ ol toe Sbtlfroines

®apdctme"t of ¢bututto"

1 2 AUC 2015

Drf e E d 0 R D E R
No. 37 ,s.2ol5

THE cOMPREIIENslvE DlsASTER Rls]t REDucTION AND uAIiAGBMBnT (DRRI[i

in EDucATloN FRAuEwoRK

To : Undersecretaries
Assistant Secretaries
Bureau Directors
Directors Of Services, Centers, and Heads Of Units
Rectonal Secretary, ARMM
Regiond ~rs
Schools Division Superintendents
Heads, Pubnc and Private Elementary and Secondary Schools
All Others Concerned

I. The Department Of Education (DepEd) issues the enclosed Conprehenefro

Disaster Risk Redriction fLnd Hanng.neat (DfLRE) in Baelc Educatlon Francwock
to guide DRRM efforts in the basic education sector towards resilience-building in
offices and schools, and to ensure that quality education is continuously provided and
prioritized even during disasters and/or emergencies.
2. This Framework shall institutionalize DRRM stmctures, systems, protocols and
Ppractices in DepEd offices and schools. F`irther, this shall provide common
understanding and laLnguage in the implementation Of DRAM in basic education at all
levels.

3. All DepEd Orders and other related issuances, rules and regulafrons and
provisions, which are inconsistent with these guidelines are heredy repealed,
rescinded, or modified accordingly.

4. For more infomation, all conoemed may contact the Dl.after Rl.I feednctlon
Hadagement Office (DRRHO), Department Of Education (DepEd) Central Office, 4th
Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City, at telefax no.:
(02) 6374933 or througiv email address: drrmo®det)ed,f!ov.I)h.

5. Immediate dissemination of and strict compliance with this order i8 directed.

rmzmuu! UISTRO FSC

BR. AREIN
Secretary

DapRIConph"eralcoAveoue,REgcrtyl6oof'633-72ee/633-7228/co2-1361E636-4876/637{2og]-.doped.gov.ph
Encl.:
As stated

Reference:
DepEd Order No.: 21, s. 2015

To be indicated in the Peroetual Index

under the following subjects:

CAJrdAhow
POLICY
PROGF"S
PROJECTS
SCHcOLS
REPOFus
SAFETY EDUCATION

MMndel:ComoTehensiveDisasterRisl+skkReductian
0488-August 3, 2015/8-4
Enclosure to I)epEd Order Ho. 37, a. 2016

THE CoMPREHENsrvE DlsASTER RISK REDucT[oN AND MANAOBrmNT

IN EIASIC EDUCATION FRAREWORK

I. Rationale
i. Republic Act (RA) 10121 otherwise known as the P"!!Ppfne Disascer RIsk
Redrcti.on and Management Act o/20] 0, mandated all government agencies to
institutionalize policies, stnictures, coordination mechanisms and programs
with continuing budget appropriation on disaster risk reduction and
management (DRRM) from national to local levels. Morcover, RA 9155 or the
Gcii+erunnoe o/ Bas!.c Ec!ucation Act o/ 200] vested the Department of
Education (DepEd) with the authority, accountability, and responsibility to
ensure access to basic education which is often disrupted by emergencies and
disasters.

2. The DepEd and other education partners have been implementing DRRM
programs, projects, and activities in the absence of a comprehensive
framework that covers education targets in the context Of resinence building.
This results to uncoordinated efforts-many of which do not respond to the
needs and priorities of the education sector.

3. Congruent to DepEd's mandates and the national fralnework for DRRM, the
establishment of a Comprehensive DRRM in Basic Education Framework sets
the agency-specific: direction and priorities of DepEd in DRRM for the guidance
of the education sector, partner agencies and organizations, and other groups
or individuals interested to provide or assist in DRRM interventions for basic
education.

11. Scope of the policy

This DepEd Order provides a framework to serve as basis for all DRRM efforts
on basic education towards the attainment of DepBd's three (3) education
outcomes, namely: Access, Ozta/I.rty, and Ctozremance (AQG). It sets the
direction and priority areas for DRRM in DepBd while maintaining the
prerogative of field offices to decide on what specific activities to undertake
depending on their exposure to hazards, avallat>le resources and existing
partnerships and linkages.
Ill. Definition of Termal

For purposes of this Order, the fouowing terms are derined/understood as

follows:

a. Dl8aster is a serious disruption of the functioning of a community or a society

involving widespread human, material, economic or environmental losses and
impacts, which exceeds the ability of the affected community or society to cope
using its own resources.

I Definitions are excerpts from:

Republic Act 10121, Sectlon 3
Depat`mer\t o[ Bducaton (2008) Disaster Rlsk Reduction Resource Manual.. Safer School Resource Manual.
PI`ilippines: DepEd, UNICEF, and Plan Philippines.
b. I)]saster Mltlgatlon is the lessening or limitation of the adverse impacts of
hazards and related disasters. Mitigation measures encompass engineering
techniques and hazard-resilient constniction as well as improved
environmental policies and public awareness.

c. Dlca8te] P]eparedne8s is the knowledge and capacities developed by

governments, professional response and recovery organizations, communities
and individuals to effectively anticipate, respond to, and recover from, the
impacts of likely, imminent or current hazard events or conditions.
Preparedness action is carried out within the context of disaster risk reduction
and management and ains to build the capacities needed to efriciently
manage all types of emergencies and achieve orderly transitions from response
to sustained recovery. Preparedness is based on a sound analysis of disaster
risk and good linkages with carly waning systems, and includes such
activities as contingency planning, stockpiling of equipment supplies, the
development of arrangements for coordination, evacuation and public
information, and associated training and field exercises. These must be
supported by formal, institutional, legal and budgetary capacities,

d. Disaster Prevention is the outright avoidance of adverse impacts of hazards

and related disasters. It expresses the concept and intention to completely
avoid potential adverse impacts through action taken in advance such as
construction of dams or emt)ankments that elininate flood risks, land-use
regulations that do not permit any settlement in high-risk zones, and seismic
engineering desigris that ensure the survival and function of a critical building
in any likely earthquake.

e. Disaster Re8pon8e is the provision of emergeney services and public

assistance during or immediately after a disaster in order to save lives, reduce
health impacts, ensure public safety and lneet the basic subsistence needs of
the people affected. Disaster response is predominantly focused on immediate
and short-term needs and i§ Sometimes called .disaster relief

f. Disaster Risk is the potential disaster loss in lives, health status, livchhood,
assets and services, which could occur to a particular community or a society
over some speciried future time period.

9. Disaster Ri8I Eteductlon and Management is the systematic process Of

using administrative directives, organizations, and operational skills and
capacities to implement strategies, policies and improved coping capacities in
order to lessen the adverse impacts of hazards and the possibility of disaster.
Prospective disaster risk reduction and management refers to risk reduction
and management activities that address and seek to avoid the development of
new or increased disaster risks, especially if risk reduction policies are not put
in place.

h. Emergency is any situation in which the life or well-being of a community will

be threatened unless immediate and appropriate action is taken, and which
demands an extraordinary response and exceptional measures,

i, Field Omces are the regions, divisions, schools, and learning centers where
the poliey and principle of the governance of basic education shall be
translated into programs, projects, and services.
 j. Hazard is any phenomenon that has the potential to cause disruption or
damage to humans and their environment, e.g. , typhoon, flood, fire.

k. Rehabilitation is the measure that ensure the ability of affected

communities/areas to restore their normal level of functioning by rebuilding
livelihood and damaged infrastnictures, and increasing the communitie§'
organizational capacity.

1. RIsk As8e88nent is a methodology to detemine the nature and extent of risk

by analyzing potential hazards and evaluating existing conditions of
vulnerability that together could potentially harln exposed people, property,
services, livelihood and the environment on which they depend. Risk
assessments with associated risk mapping include: a review of the technical
characteristics of hazards such as their location, intensity, frequency and
probability; the analysis of exposure and vulnerability including the physical,
social, health, economic and environmental dimensions; and the evaluation of
the effectiveness of prevailing and alternative coping capacities with respect
to likely risk scenarios.

in. Re8illence is the ability of a system, community, or society exposed to

hazards to resist, absorb, accommodate and recover from the effects of a
hazard in a timely and efricient manner, including through the preservation
and restoration of its essential basic structures and functions.

rv. Policy statement

The DepEd hereby esta.blishes the Comprehensive DRRM in Basic Education
Framework to:

a. Guide the implementation of DRRM for education practitioners, partners

planning and programming at all levels of the Department;
b. Guide the inclusion of DRRM in the school, division and redonal education
development plans;
c. Define the agency response to situations and disasters affecting the
situation;
d. Serve as mechanism for engaging partners and aligning their thrust to
DepEd priorities; and
e. Guide collaboration with the private schools.

V. Comprehensive I)RRI4 in Basic Education Framework

1. The Framework as illustrated in Fig((re I is guided by the Department's key

strateric thrusts and the National DRRM Franework. The education
interventions on DRRM should be aligned with the three (3) education
outcomes and the four (4) DRRM thematic areas (Prevention and Mitigation,
Preparedness, Response, and Recovery and Rehabilitation). This is to
maintain a leaner-centered, rights-based implementation at all levels.
 I,.IESS
11,i,,I,',,,a=,L,,i,||I|

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RE|: 5:EL#LR#TioN
rty

Sffl|{ PREPAREDNEss

ifei LiTTGEAiTT,iooNN&

®®'uJl&2PluJI|OIS^SltRDRREMEurEB`icA
„NINGScl o LLrTiEsi AhiAG
SAfF

Figure I. The Comprehensive Dlsa8tef Risk Reduction and Mamgement

ln Ba8lc EdtLcatlon Pramevork

2. The objectives of the Ftanework are to:

a} Itatect leant.ers and ed:ucation workers from death. irrfury, and harm ir.
schcots;
b| Plan for educational continuity in the face Of expected hazards and
threats;
c) Scif eguard education sector inuestrne:n:ts; and
d) Strengthen risk reductiorL and restlieroe through education

3. All DRRM interventions should target the provision and/or reinforcement Of

at least one of the education outcomes:

a) Access
One of the effects of hazards to education is the hindering of access of
school children to learning services. Policies and mechanisms should be in
place to ensure that classes will be immediately resumed.

b) CfuaJztg
While DRR/CCA has been integrated in the K to 12 curriculum, the
constraints to access, along with the psychosocial condition of students
and teachers, affect the quality of education. With the disruption brought
by hazards, there is a need to identify strategies, including support
materials attuned to the leaning needs of children and teaching strategies
that could adapt to emergency situations.
 c`) Gouer7mnce
With acknowledgement that DRRM is a complementation Of infrastnictural
and non-infrastructural interventions, governance colnes crucial in this
implementation. This will determine the institutionalization and
implementation of systems and protocols that win be issued.

4. DRRM implementation in the basic education conterct should operate under

the four (4) thematic areas stipulated in RA 10121 such as Prevention and
Mitigation, Preparedness, Response, and Recovery and Rehabilitation. It is
also understood that the F`rarnework does not make these thematic areas
linear and mutually exclusive such that DRAM interventions could overlap;
they could begin with and end at either one or more of the thematic areas,

5. In order to provide specific guidance on the achievement of DepEd's and

National DRRM Council's priorities, the principles of the Corxprehens{ue
School Saifety (CSS) Fhameuiork is adopted to ensure the complementarity Of
DRRM interventions for basic education at all levels.

6. DRRM interventions in schools will be categorized using the three pillars of

CSS, namely-. Scrfe I&aming Fttcilides, School Disaster Ma:rtagemeut and Risk
Reduction and Resilierroe Ed:ueation.

a) Scz/e Lecm{.r}g Fad.J{ties refer to the physical and other related

structures of the schools as well as the establishment of temporary
learning spaces that can be used during possible displacement brought
by disasters and/or emergencies. This shall involve education authorities,
architects, engineers, builders and school community members in sale
site selection, design, construction, and maintenance (including safe and
continuous access to the facility).

b) School "saster Management refers to the establishment of an

organizational support structure such as the DRRM Office and DRRM
Coordinators in all regional and division Ofrices of DepEd. This shall also
cover the setting up of systems, processes and standards to operationalize
the four (4) thematic areas in the context of basic education.

c) Rlsk jaedrcti.on and Rest.!ience Education refers to the integration of

DRRM in the school curricula and in extra-curric'ular or school activities
as well as providing necessary material support. This also covers the
conduct of orientations, workshops, and tralnings for learners and
personnel related to DRRM.

7. All DRRM interventions at all levels (school, division, region and central) shall
be incorporated in the plans of schools and offices as appropriate, and be
allocated with the necessary budget, subject to the usual accounting and
auditing niles and regulations: Work and Financial Plan, Rectonal/Division
Educational Development Plan, School Improvement Plan, and Site
Development Plan, among others. For field ofrices that have only started to
implement DRRM, they may opt to develop immediate (1-2 months) and
intermediate plans (6 months) to guide their preliminary DRRM
implementation. For the Central Office, the inclusion of DRRM in work and
rinancial plans is not exclusive to DRRM Service as other ofrices may have
DRRM-related initiatives concerning school engineering, learning materials,
curriculum support, capacity building and advocacy, among others.
VI. Horitoring and Emluatlon
The monitoring and evaluation of all DRRM progralns, projects, and activities
shall be done at all governance levels through the DRRMS Units and the
DRRM Coordinators. While all offices could conduct internal progress
monitoring and process-evaluation, DRRM accomplishment reports, including
encountered issues in implementation, shall be submitted quaLrterly to
respective supervising or oversight offices. Schools shall submit to their
Division while the Division shall submit both to the Region and the Central
Office. Likewise, Regions shall submit consolidated reports to Central Ofrice
D"S.
Vn. Referenc®8

The following are referericed in this Order: RA 10121, RA 9155, and the
Comprehensive School Safety Framework. All eristing DRRM-related DepEd
Memoranda and Orders are hereby subjected to or repealed by the provisions
of this Order.

-Nothing follows-
 3Rapulllit ol toe Pbilippines

®apartment ot ®butattou
16 JUN 2015

E:?3d3,0:.D2g[E
sTUDEm-Lro scHooL wATCEnN® AND mzARD iiAprmo
To : Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regivnal Directors
Schools Division Superintendents
Heads, Public Elementary and Secondary Schools
All Others Concerned

1. The Department of Education (DepEd) issues the enclosed Guidelines on

sodent-Led School Watching and Hazard Happlng which aims to in§tnict all
public elementary and secondary schools in the specific engagement of learners in
idcntiSring and addressing hazards and risks.

2. These Guidelines provide minimum instniction on how to begin with the

conduct of this activity, which specifically highlichts maximum representation of all
pupils and students at all grade levels, sections, groups and organizations. This will
be part of the schools' annual activity to engage learners in the implementation of
disaster risk reduction and management (DRRM).

3. The said Guidelines subport DepEd order No. 50, s. 2011 entitled c}endon o/
DRRM Qorce and DepEd Order No. 55, a. 2007 entitled jin.ori.tizing tjie Mainstreamu.ng
Of liscrster Risk Realichon and Managemertt in the School System and lmplemeutchon
Of Programs and Prtyects Relative Therefore, whi!ch sect to tnainstream the
implementation of DRRM in the systems and processes of the Department at all levels.

4. This Order shall take effect immediately upon its approval. All other eristing
Orders and/or Memoranda inconsistent with this Order are superseded and are
therefore deemed rescinded.

5. Immediate dissemination of and strict compliance with this order is directed.

mo FSC
Secretary

Encls. : As stated
References: DepEd Order: oNos. 50, s. 2011 and 55, s. 2007)
'fo be indicated in the Perpetual index under the following subjects:

cALAMlrv poLlcy SCHOOLS

LEGI SLATION SAFEIY EDUCATION STUDENTS

SM^, DO auidellnci
0327. June 4, 2015

DepEdconplex.McralcoAvcnue,Paquzcitvrooo£633.7208/633-7228/632-136lE636-4876/637{209!`p`rur.depcd.coy.ph
 Specific risk means the expected degree Of loss due to a particular
pheromerzon, e,g. the population, buildings and civil engineering
works, economic activities, public services, utilities and infrastructure,
etc., at risk in a given area

IV. Pollcy 8tat.in.nt

This policy Shall require all public elementary and secondary schools to
organize a student-led school watching and hazard mapping activity
every rirst month of the school year.

V. Prceedqree
A. Ongari;ledng and hapaTing the School Watching Teani
• The school head shall designate a moderator to facilitate a student-led
School watching and hazard mapping activity. The moderator is
preferably a DRRM-trained school personnel who is familiar with the
hazards and risks in the school or anyone who has previous/current
involvement in any DRRM activity.
• The School Watching Team (Swr) Should comprise of at least 10
members. For medium and big schools, organizing various students'
organizations and/or student leaders for a school watching activity is
preferred to marinizc engagement. For very small schools (i.e, with
less than five classes), teachers could integrate school watching in
their respective lessons as an outdoor activity. For very big schools,
more than one team could be organized to ensure that all grade levels,
sections and groups are represented.
• The Supreme Student/Pupil Government (SSG/Spa) Shall aid in the
identification of S`Art` members. The team members could be student
leaders of youth clubs, academic and/or non-academic clubs such as
boy/girl scouts, Red Cross, or representatives from various grade
levels and/or Sections.
• The moderator is encouraged to redesign the process, if necessary, to
ensure appropriateness to the Composition of the SWT. Preferably
SSG/SPG shall also participate in this activity.
• It is inportant that the moderator presents the guidelines in the
language that the SWT is most familiar and comfortable with.
• The moderator could prepare a timeline on the conduct Of this activity
to ensure that this will not dismpt regular school activities and/or
classes Of SWT members.
• The moderator will prepare the route for the school watching,
designate Stops arid provide a School Watching Checldist (Amen I) to
Team members for guidance in the observation of hazards.
• Designate a start and end point for the School watching activity.
• The moderator shall orient the SSG/Spa on school watching and
hazard mapping before convening the SWT.

8. School matohing and Hd.and Hqp!ping

• The moderator should ensure that all SWT members have a pen and
notebook for note taking during the school watch.
(Encloetire to DepBd Order H®. 23, .. 2016

GulDEI,INES oH STUDENT-LEI) sCHooL wATcrmo /AND IIAZARD mAprm®

I. mtlomle
Strengthening disaster prevention, mitigation and preparedness is
one of the key strategies to address the vulnerabilities of children inside and
outside the school. With the increasing effects of climate change, it is
important to raise the awareness and capacities of children to prepare for
and manage possible disasters and/or emergencies. This is also intended to
influence family preparedness as the learners could share and apply their
lessons at home.

Children, who are commonly identified as one of the vulnerable

groups, should be equipped with the capacity to know, understand and
apply safety and protection mechandsms to build the foundation of their
resilience. To initiate this strategy, it is imperative to increase the awareness
of learners on the hazards and possible risks inside the school.
-- The student-led school watching and hazard mapping are initial steps
in engagng learners in disaster preparedness and management, This activity
will raise awaeness and equip learners with information and skills
necessary for addressing the impact of hazards. Through this activity, the
Department of Education (DepEd) creates an opportunity for learne`rs to
understand their role in disaster risk reduction and management (DRRM).

Oboeetlues
• Improve §tudents' level Of awareness on the potential hazards and
risks within and around schools;
• Increase the participation of children in addressing potential
disasters by reducing vulnerabitities; and
• Inculcate a culture of Safety in the day-to-day experience Of children
in school.

11. Scope
This activity shall be conducted by all public elementary and secondary
schools.

in. Dermtlon of Termel

HdtBard ~ any pheronenon that has the potential to ca;use disruption or
damage fo hz.roans and their enzrironrneut, e,g. typhoon, flood, fire

Rlsk+ the expected "Lmber Of tires lost, persons ikyured, damage to

property and disruption Of ecx)nomie achuirty due to natural phervornenon,
and consequettldy the product Of specific risk and elements at risk.

` Derinition8 are excerpts from

DepaT`men` o[ Educ®t\on |2cO8\ .Lisastet Risk Reducteon Resource MaTu.al: Safer Scl`ool Resource Mahual'
Phj]ippmes: DepBd, UNICEF and Plan Thhippincs

The U"ted Nations Once for Disaster Riak Reduction (20ee) UNISDR= Teminology on Disaster Ri8k
Reduction8 htt_a: / /wt`w.unisdr.ore/we /inform /terminologv

Jntemational F`mance Corporat]on (2010) D]saster and Emergency Preparechc88: Guidance for Schools,
IFC World Bank
 • The moderator shall orient the SWT on the background and purpose
of this activity, and level-off with the Team on the conduct Of this
activity.
• Walk through each building, classroom, office, laboratory, workshop,
play area, garden and any open area of the school.
• At each point, give a 3-5-minute stop for the Team to observe and
take down notes in every building, classroom, office, laboratory,
workshop, play area, garden and any open area.
• Use the School Watching Checklist as a basic guide in identifying
hazard factors and/or at risk areas in the school. The Team members
are encouraged to add other risk factors based on their observation,
experience and appreciation of the condition Of the school
environment/facilities.
• After walking around the school premises, the moderator will facilitate
the processing of the information noted dy the SW'I`.
• Then, materials such as caLrtolina, pens, crayons, coloured papers or
any drawing material will be distributed to the S`rm to map and plot
the identified hazards and/or at risk areas in the school.
• Allow the SWT to discuss the plotted hazard areas in the map to
enhance the initially placed markings.
• Finalize the hazard map based on the SWT discussion and prepare for
a presentation to the School Planning Team (Spr)

C. Reporttng, Subnrdsston and lnformatlon "&seminaHon

• After preparing the hazard map, the moderator shall coordinate the
presentation and submission of this document to the Spr.
• The SSG/SFG shall present the result of school watching and hazard
map to the SET.
• The hazard map should be reproduced and posted in different areas
of the school, preferably in all buildings.

VI. Monltoring and rmluatloD

All Division DRRM Coordinators shall conduct ocular visits to observe
and document the Conduct of school watching and hazard mapping,
Specifically, the Coordinator shall note the implementation issues and
submit reports to the DRRMO. This will serve as input to succeeding policy
development initiatives.

VII. Etoferences
Department of Education (2008) `Disaster Rz'sk J3educfron Resozuee
Manz/aJ.. Sa/er School Resouroe Mamutap Philippines :DepBd, UNICEF
and Plan Frmppines
Dulce, Celso Jr et al (2011) Sale, Resilient Comlnunitics: the ACCORD
Model Quezon City, Phmppines: Assistance and Cooperation for
Community Resilience and Development. Inc.
International Finance Corporation (2010) Disaster and Emergency
Preparedness: Guidance for Schools, IFC World Bank
 The United Nations Office for Disaster Risk Reduction (2009)
UNISDR:Terminology on Disaster Risk Reductions
htto://www.unisdr.ore/we/infom/teminolofrv
Villegas MMM (2012) Earthquake Preparedness in School `Disaster risk
reduction and management manual for Science and Mathematics
teachers' Department Of Science and Technology Science Education
Institute Reprinted 2012

`illl. Erfecl:ivlty/Tranaltory prowl.lob ur applicable)

This i8suance shall immediately take effect upon approval.
Annex 1 : School Watching Ch®ckllst
I Broken window
I Slippery pathway
0 Blocked corridor
I Heavy objects mounted on top
of cabinets/Shelves
I Flooded area
a Busted plugs/light
bulbs / electrical facilities
I Exposed electrical wires
I Protruding nails in chairs and
tables
I Broken door knobs
D Waning sign: Slippery
pathways/corridors
D Plants mounted on the building
railings
I Flooding
I Exposed chemicals and liquids
I Lack/absence of storage for
equipment
I Unlabeled chemicals
I Dripping ceiling
I Oprpit
a Stagnant water
I Unpruned
trees/bushes/shmbs
I Open/Clogged canals
I No ramps for elevated school
buildings or other facilities
I Swing-in doors
I Broken/dilapidated ceiling
I Open/incomplete perimeter
fence
I Presence of stray animals
inside the school campus
I Presence of electrical
post/ transforiner ncar or
within the school perimeter
I No system Of release to parents
during emergencies
H No posted emengency hotlines
around the schcol
D Garbage Area (Segregation of
Biodegradable and Non-
13iodegradable)
I Detached or peeled off Gl sheet
a Broken toilet bowl and/or sinks
I Broken chairs/desks/tables
I Blocked/no emergency exits
I Unmounted cabinets/shelves
I Medieal kits in every
classrooms
B Belie/alarms
i+ Condemnable building (i.e. very
old structure, collapsing
building and/ or prominent
cracks on classroom walls)
I \ others (14ctas mangras
pochle